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Human behaviour in mary shelley frankenstein
Frankenstein by Mary Shelley as a portrayal of knowledge
Psychoanalyzing frankenstein through mary shelley
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Mary Shelley’s Frankenstein, written in 1818, dives into a world before its time in science-fiction and horror. One of Shelley’s main underlining components in the gothic novel is the different styles of learning and how those styles are applied to life. Shelley creates a learning spectrum that ranges from rigorous studies to personalized open learning; this spectrum respectively comments on which methods of teaching are better than the others, by using her main characters as examples of how certain educational methods can corrupt or empower. Among the five characters that are prominently seen learning and using their education, two males stand out on the far end of the spectrum as the worse possible way to use knowledge. Victor Frankenstein …show more content…
The creature was created as a clean and uneducated slate, as he knew nothing upon awaking in Frankenstein’s chamber. But through his journey of discover her comes across the De Lacey’s who he observes and learns everything from words like “fire, milk, bread and wood” to “a cursory knowledge of history” in hiding (139, 148). The creature’s education is pure as he learns by observing an open learning environment, but his knowledge causes him great distress as he learned the “system of human society” and how social class, wealthy and title can create vastly different lives (149). The creature begins to question is part in society as he “possessed no money, no friends, no kind of property” and knew that he was viewed as “hideously deformed and loathsome” (149). However, he believed the De Lacey’s could “overlook [his] personal deformity” once they became “acquainted with [his] admiration of their virtues” (162). But his attempts proved futile as his conversation with the father De Lacey interrupted by the family. Felix, the son, “tore [him] from his father… and struck [him] violently with a stick” (168). This interaction with a family the creature deemed with compassion and honesty, lead him to believe on one could love him. The creature became angry and hateful towards his creator and all humans, as he “gave vent to [his] anguish in fearful howling” and fled into the woods. The creatures vengeful attitude led to the death of many in Frankenstein’s life, including his brother William, a house maid and
Frankenstein, speaking of himself as a young man in his father’s home, points out that he is unlike Elizabeth, who would rather follow “the aerial creations of the poets”. Instead he pursues knowledge of the “world” though investigation. As the novel progresses, it becomes clear that the meaning of the word “world” is for Frankenstein, very much biased or limited. He thirsts for knowledge of the tangible world and if he perceives an idea to be as yet unrealised in the material world, he then attempts to work on the idea in order to give it, as it were, a worldly existence. Hence, he creates the creature that he rejects because its worldly form did not reflect the glory and magnificence of his original idea. Thrown, unaided and ignorant, into the world, the creature begins his own journey into the discovery of the strange and hidden meanings encoded in human language and society. In this essay, I will discuss how the creature can be regarded as a foil to Frankenstein through an examination of the schooling, formal and informal, that both of them go through. In some ways, the creature’s gain in knowledge can be seen to parallel Frankenstein’s, such as, when the creature begins to learn from books. Yet, in other ways, their experiences differ greatly, and one of the factors that contribute to these differences is a structured and systematic method of learning, based on philosophical tenets, that is available to Frankenstein but not to the creature.
In Volume 2 of Frankenstein, the Creature’s repeated experiences of rejection unleash the “monster” in him and lead to the destruction of the De Laceys cottage. Through the portrayal of the “monster” inside the Creature, Shelley argues that loneliness caused by lack of human relationships will drive an individual to do harmful actions. Throughout volume 2, the Creature had been secretly living alongside the De Lacey family. He grew attached to them the more he spied. The creature finally decides to reveal himself to the De Laceys. As he does that, the family runs away in fear. After all that happens the creature says “My protectors had departed and had broken the only link that held me to the world. For the first time, the feeling of revenge
In Frankenstein, by Mary Shelley, the Creature executes extreme and irreversible acts due to his isolation from society. Although the Creature displays kindness, his isolation drives him to act inhumanely. The Creature, pushed away from his creator because he is an abomination, and indicates his isolation as the only one of his species. As the Creature gets more comfortable with the De Lacey ’s, he approaches the old man as his children are gone but before he can explain himself, the children come home and see the Creature, “Who can describe their horror and consternation on beholding me?
In conclusion, Mary Shelley’s Frankenstein shows readers how irresponsibility and the excessive need for knowledge can cause suffering among others as well as oneself. Victor never intends to cause such harm; however, he is not cautious and observant with his actions, which ultimately leads to his classification as a tragic hero. The desire to learn is most definitely a wonderful trait to have, as long as one’s knowledge doesn’t reach the extent that Victor Frankenstein’s unfortunately does.
The creature displays his hatred toward Frankenstein for leaving him immediately and not providing guidance and protection in this harsh, new world by murdering his family and friends. While seeking his creator, the creature first murders Victor Frankenstein’s youngest brother William and exclaims, “I too can create desolation; my enemy is not invulnerable; this death will carry despair to him, and a thousand other miseries shall torment and destroy him” (Shelley 144). The creature wishes for Victor Frankenstein to suffer taking his own companions away, forcing him to be miserable as well by destroying his personal relationships with others by murdering loved ones. Through the rejection of the creature because of his physical appearance, he learns what is accepted as well as how you can treat another being as he succumbs to his anger and proceeds with his crimes. The creature tells Frankenstein, “your hours will pass in dread and misery, and soon the bolt will fall which must ravish your happiness forever.
The idea of duality permeates the literary world. Certain contradictory commonplace themes exist throughout great works, creation versus destruction, light versus dark, love versus lust, to name a few, and this trend continues in Frankenstein by Mary Shelley. The pivotal pair in this text however, is monotony versus individuality. The opposing entities of this pairing greatly contrast against each other in Frankenstein, but individuality proves more dominant of the two in this book.
Knowing how to read, write, and even tie your shoes may seem like the everyday norm to most, but for Victor Frankenstein’s creature, it is one of the leading causes of his destruction. Frankenstein is obsessed with the idea of creating a being superior to humans. However, when his creation turns into a murderous monster, he is quick to blame his relentless search for knowledge, but he is unable to see how his ignorance brought his downfall. In the Gothic novel, Frankenstein, by Mary Shelley, the concept of knowledge being not only a blessing, but a curse is demonstrated through the creatures desire to learn, society’s lack of empathy for the creature, and Victor’s ignorance.
Education is a tool to advance an individual and a society; however, education can become a means to gain power when knowledge is used to exercise control over another. In Frankenstein, knowledge becomes the downfall of both Victor Frankenstein and the Monster. The novel explores the consequent power struggle between Victor Frankenstein and his creation, the dichotomy of good and evil, and the contrast between intellectual and physical power. Finding themselves in mirroring journeys, Victor Frankenstein and the Monster are locked in a struggle for dominance. Through these two characters, Mary Shelley explores the consequences of an egotistical mindset and of using knowledge to exercise power over others.
It is good to be determined and passionate about the things that you are learning and doing, but it is not good to become obsessive about anything. In most cases obsession tends to lead people down the wrong path or cause them to make the wrong decisions in their life. One of the things that people used to be obsessed with was knowledge. This is because people knew so little about the world and about themselves. People were very curious about certain things and some decided to accidentally try things out which led to discoveries. But others decided to become obsessed about the subject that they were studying and destroy their lives in the process. One example is Frankenstein. He was a giant dumb smart person that was also obsessive about science
Victor Frankenstein is blinded to the consequences of his scientific experimentation because of his overly obsessive personality. Mary Shelley’s story serves as a cautionary tale warning against the damaging powers of obsession. The search for knowledge, recognition and prosperity can lead one down a very dangerous road and take them away from what really matters in their life.
...is creature was similar to any human being. However, he was different by his bad reactions too. The consequence from that experiment was a strange creature that Frankenstein was very scared of. The creature had experiences and learned many attributes as a human being. The creature had the opportunity to have the knowledge to find the differences between many objects. The monster was the kind of creature that people never thought he could be; he was very friendly with others in his manner, but afraid to show his physical differences. The French family was the school and mentor for the monster. Furthermore, the creature thought his creator Frankenstein had part of his bad attitude; because why was the creature by himself instead of being united to another creature of the opposite sex? This creature wanted to have someone of the opposed sex. "God perfect creation: Adam."
The Foreign Minister of Britain compared Mary Shelley’s Frankenstein to a warning about the damage the immediate release of slaves can do. He was a fiery individual who sought to understand all knowledge regardless of how practical the information was. Evidence of this is when his father tells him not to worry about fictional writers like Cornelius Agrippa. Yet, Frankenstein states, “But here were books, and here were men who had penetrated deeper and knew more.
...Frankenstein and the creature. The situations that each character experience are lessons about how seeking prohibited intelligence comes with extreme consequences. Frankenstein is a Gothic novel which means it involves the supernatural; however, because it contains religious qualities it is more appealing to the common people’s idea of knowledge. Mary Shelley achieves her goal of informing the audience that man should not seek or possess the level of knowledge that God acquires. One should learn from the situations present in the novel because life comes with an enormous amount of knowledge; going after the unknown is an act of rebellion against God.
Frankenstein, a novel by Mary Shelley, depicts a scientist named Victor Frankenstein who must deal with the fall out of his actions after creating life and abandoning his creature immediately after. As Frankenstein goes to great lengths to gain knowledge, he slowly crumbles under the weight of what achieving his dream ends in. Frankenstein dictates his story to an adventurer named Robert Walton in an attempt to help him not make the same mistakes. Shelley demonstrates how Frankenstein’s characterization starts with a desire for knowledge and eventually leads to his mental deterioration, suggesting that the pursuit of knowledge without consideration of consequences can result in destruction.
Author Mary Shelley was born August 30th, 1797 to philosopher and writer William Godwin and feminist Mary Wollstonecraft. Mary’s mother passed away early in Shelley’s life and wasn’t a prominent figure. Her father remarried another woman named Mary Jane Clairmont. Shelley and her stepmother rarely got along so a female role model was not something Shelley received in her early years. Clairmont refused to send Shelley to be educated at a school but has no hesitation when sending her own daughter. Even without a formal education Shelley would still attempt to seek knowledge through books and would often daydream to escape the everyday struggles of her life at home. She also took up writing as an activity in which to express herself and admitted